Mentor Program

What is Chinquapin’s Mentor Program?

Chinquapin works with our junior and senior students to match them with an adult who has a career in a student’s field of interest or who has a similar passion.
The main purpose of the program is to give individual attention to these students by providing them role models who reinforce the benefits of attending college and to encourage them to do something productive with their lives either in the business or professional world. There are planned events throughout the year; and we encourage the mentors to phone their mentees once or twice a month and to schedule other activities with their mentee during the year. Whatever time you can give out of your busy schedule is appreciated.

Interested in becoming a Mentor?

Please email Chris Horton

Why mentor?

Becoming a mentor at Chinquapin is very rewarding and can help influence a motivated and talented young adult. Our students often are looking for role models outside of their community, and this is a chance to demonstrate the possibilities that exist for them in “the real world.”


Five events per year:

  • Get To Know You gathering in the fall.
  • Winter Dinner in early January at an in-town restaurant.
  • Mid-Spring, a group outing such as bowling or baseball.
  • Career Day on campus held during the spring semester.
  • Graduation in late May.

Suggested activities during the year:

  • Trips to civic, cultural or sports events, or to restaurants for a meal
  • Tours of museums
  • Work on job skills such as resume writing, interview skills, application forms or other informal career guidance
  • Practice conversation and/or writing letters to develop communication skills
  • Take part in a community service project together
  • Offer guidance and support; introduce them to your family; make them feel special
  • College visits


  • Try to e-mail or text at least once a month.
  • Hand-written letters are a great way to reach out to students.

Qualities of Successful Mentors

  • A personal commitment to be involved with another person for an extended time period—six months to one year at minimum.
  • A genuine desire to be part of another person’s life, to help them with tough decisions, to see them become the best they can be; they are invested in the mentoring relationship over the long haul, to be there long enough to make a difference.
  • A genuine respect for the individual’s ability and right to make his/her own choices in life. Mentors who convey a sense of respect and equal dignity in the relationship win the trust of their partners, and the privilege of being advisors to them.
  • An ability to listen and to accept different points of view.
  • Mentors often help simply by listening, asking thoughtful questions, and by giving participants an opportunity to explore their own thoughts with a minimum of interference. When people feel accepted, they are more likely to ask for and respond to good ideas.
  • The ability to empathize with another person’s struggles.
  • Good mentors can feel “with” people without feeling pity “for” them. Even without having had the same life experiences, they can empathize with their partners’ feelings and personal problems.
  • Good mentors balance a realistic respect for the real and serious problems faced by their partners with an optimism about finding equally realistic solutions. They are able to make sense of a seeming jumble of issues and point out sensible alternatives.
  • The ability to see solutions and opportunities as well as barriers.
  • A good mentor balances a realistic respect for the real and serious problems faced by their partner with an optimism about finding equally realistic solutions. He/she is able to make sense of a seeming jumble of issues and point out sensible alternatives.
  • Flexibility and openness.
  • A good mentor recognizes that relationships take time to develop and that communication is a two-way street. He/she is willing to take time to get to know his/her partner, to learn new things that are important to their partner (music, styles, and philosophies), and even to be changed by the relationship.
  • The ability to follow through with the mentoring relationship.

Thank you for thoughtfully considering the requirements of this program before deciding to commit. Chinquapin’s juniors and seniors flourish in the mentoring program and we wish for all of our students to have the best experience possible.

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Chinquapin Prep is accredited by TAAPS

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2615 E. Wallisville Rd.
Highlands, TX 77562

(281) 426-5551

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Chinquapin Preparatory School does not discriminate in admissions, hiring or firing of faculty/staff, selection of volunteers and vendors, and provision of services against any individual on the basis of sex, sexual orientation, gender identity (gender expression), marital status, age, disability, race, color, national or ethnic origin (ancestry), military status, or religion (creed) in any of its activities or operations in accordance with the Civil Rights Act of 1964. Chinquapin is committed to providing an inclusive and welcoming environment for all members of our Board, faculty/staff, students/families, volunteers, subcontractors, vendors, and donors. Title IX of the Education Amendments of 1972 protects people from sex discrimination in educational programs and activities at institutions that receive federal financial assistance. Under Title IX, discrimination on the basis of sex can include sexual harassment or sexual violence such as rape, sexual assault, sexual battery, and sexual coercion. Chinquapin Preparatory School does not discriminate on the basis of sex in education programs and/or activities, admissions, or employment. Any member of the Chinquapin community should promptly report any instances of discrimination, harassment, or violence.